College of Arts and Science Rationale: The idea for this lesson came from my cooperating teacher.

She suggested I use the patterns found in slide music (line dancing music) to drive math instruction. By the time this lesson was given the students had been learning about patterns in Math for several weeks. The rational for this lesson was for students to see patterns in music and dance and therefore make real-world, real-life connections to the content and standards theyve learned. Subject: Math/ Power Up Date : 10/30/2013 Teacher: Tawanda Williams Grade: 1st Topic: Patterns Objective(s): Students will listen and do steps to slide music with choreography instructions from the disc jockey. Students will identify the patterns in the slide steps. Students will use the background knowledge choreograph their own slide dance using patterns such as AABB, ABBB, ABC, AABCC and the like. SOLs: 1.17 The student will recognize, describe, extend, and create a wide variety of growing and repeating patterns. Transfer a pattern from one form to another. Essential Questions/Understandings: Understand that patterns are a way to recognize order, to organize their world, and to predict what comes next in an arrangement. Recognize and state the core of a pattern. Analyze how both repeating and growing patterns are generated. What patterns can one recognize within everyday life? Are patterns recognized in other areas of life besides Math? Materials/Technology: Group: Samsung Tablet, Slide Music Downloads, Chalkboard, Chalk, Directions Strategy: Using patterns in music and dance for integration and world application. Procedure: (Complete, Correct, Discuss) Engage (2 min) We have been learning about patterns for a while now, someone please tell me a pattern using their ABCs. Does anyone know other things or places we can find patterns in our everyday lives? Explore (5 min) There are patterns in music. Have class stand up and display the directions to the Cha Cha slide. Teach the basic steps and allow the class to do it with together as you model it. Explain/Direct Instruction (5 min) Inform students that they will use patterns to choreograph their very own slide dance. Instead of saying to the left and right and front and back and cha cha they will use ABC as a code for the movements. Give them a head start. A to the right and B to the left. Allow class to decide how many As and Bs will be in the slide step. Allow students to practice the moves at least 3 times. Extend (5 min) : Once they have those steps down, allow students to add in C and come up with a movement they will do when they say C. Write down a few suggestions then take a class vote. Allow class to practice the steps at least 3 times

Evaluate (5 min) Play the instrumental version of the slide song and allow students to practice their steps at least 2 times with the music playing. Ask How could we change this pattern to make it a growing pattern. Closure Allow the class to vote on the name for the slide, give them 3 choices. Once the slide dance is named have them write the name down on paper and below it have them write the pattern used for the slide. Tell them to share it with their family at home. Teacher Reflection: This lesson went fairly well within the given time frame. The students seemed to enjoy it and participation and excitement was high. The cooperating teacher made several suggestions after the lesson was over. First I should have downloaded the music onto a CD or flash drive because the sounds from the tablet were not loud enough and if it were coming from the computer or radio it would have been much louder. Secondly there were about 2 students who seemed a bit lost or disengaged during the dancing portion of the lesson. The CT suggested that if I see this in the future I should stand beside the student and help them learn the steps. If I ever teach this lesson again I will take note to put more effort in making sure all students stay engaged. In addition I will make sure when I bring music that the player is a source that can be magnified for effectiveness and enjoyment. The students named their slide the ABCD slide and we practiced it several times to the instrumental version of the Cha Cha slide. They voted that for C we would jump up and do a criss cross and for D we would spin around. Cha Cha Lyrics Were gonna get Funny Funny Everybody Clap Your Hands Clap, Clap, Clap, Clap Your Hands Clap, Clap, Clap, Clap Your Hands To the left Take it back now yall One hop this time Right foot lets stomp Left foot lets stomp Cha Cha real smooth __________________________________________________________ A to the right Bto the left How many As do we want? How many Bs do we want? Lets Practice Now lets add a C, what motion should we do for C? Lets vote on it. Lets Practice Lets add music Lets dance. Lets name our slide and write down the pattern.